22-2 Instructional Guide Map Biology Note: Instructional Guide Maps are an overview of the Alliance Instructional Guides. They assist teachers with planning instructional units and effective strategies to teach California high priority standards throughout the year. Every standard will be assessed with -5 questions on the benchmark. Quarter Quarter 2 Instructional Days August 6 September 28 October 5 December 7 s October -5 December - Pupil Free / Teacher PD October 8 January 7 Re-teach Targeted Standards October 9-2 January 8- Standards Assessed on Benchmark a Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. c Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. f Students know usable energy is captured from sunlight by chloroplasts, and stored via the synthesis of sugar from carbon dioxide. g Students know the role of the mitochondria in making stored chemical bond energy available to cells by completing the breakdown of glucose to carbon dioxide. 2a Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type. 2b Students know only certain cells in a multicellular organism undergo meiosis. 2c Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete. 2d Students know new combinations of alleles may be generated in a zygote through fusion of male and female gametes (fertilization). 2e Students know why approximately half of an individual s D sequence comes from each parent. 2f Students know the role of chromosomes in determining an individual s sex. d Students know the central dogma of molecular biology outlines the flow of information from transcription of R in the nucleus to translation of proteins on ribosomes in the cytoplasm. a Students know the general pathway by which ribosomes synthesize proteins, using trs to translate genetic information in mr. b Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in R. d Students know how specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences in the genes themselves. 5a Students know the general structures and functions of D, R, and protein. 5b Students know how to apply base-pairing rules to explain precise copying of D during semiconservative replication and transcription from D into mr. 6a Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats 6b Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. 6d Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration. 6e Students know a vital part of an ecosystem is the stability of its producers and decomposers. * Only Quarters - have associated benchmark exams. Instruction continues with addressed standards until the end of the year. Map rev. 7/22 i
22-2 Instructional Guide Map Biology Note: Instructional Guide Maps are an overview of the Alliance Instructional Guides. They assist teachers with planning instructional units and effective strategies to teach California high priority standards throughout the year. Every standard will be assessed with -5 questions on the benchmark. Quarter Quarter Quarter * Instructional Days January - March 5 April 6 June 7 s March 8 22 Pupil Free / Teacher PD April Re-teach Targeted Standards April 2-5 Testing Window: April 22 May 2 Standards Assessed on Benchmark 2g Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents. a Students know!how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive). b Students know the genetic basis for Mendel s laws of segregation and independent assortment. c Students know how mutations in the D sequence of a gene may or may not affect the expression of a gene, or the sequence of amino acids in the encoded protein. 5c Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products. 7a Students know why natural selection acts on the phenotype rather than the genotype of an organism. 7b Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in the gene pool. 7d Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions. 8a Students know how natural selection determines the differential survival of groups of organisms. 8b Students know a great diversity of species increases the chances that at least some organisms survive major changes in the environment. 8e Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. 9a Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9b Students know how the nervous system mediates communication between different parts of the body and the body s interactions with the environment. 9c Students know how the feedback loops in the nervous and endocrine systems regulate conditions in the body. 9d Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses. a Students know the role of the skin in providing nonspecific defenses against infection. b Students know the role of antibodies in the body s response to infection. c Students know how vaccination protects an individual from infectious diseases. d Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body s primary defenses against bacterial and viral infections, and effective treatments of these infections. e Students know why an individual with a compromised immune system (for example, a person with AIDS), may be unable to fight off and survive infections by microorganisms that are usually benign. * Only Quarters - have associated benchmark exams. Instruction continues with addressed standards until the end of the year. Map rev. 7/22 ii
Biology Instructional Guide, 22-2 MARINE BIOLOGY, Grade Bio/Life Blueprint s and Instructional Pacing Guide 22-2 Instructional Guides are provided as resource for Alliance classroom teachers. They identify high priority grade-level standards to be taught during each quarter of instruction in the context of proposed units with a suggested amount of time. High priority standards are assessed on quarterly benchmark exams.. : Scientific Inquiry and Methods Summary This unit will focus on the components of scientific inquiry, including understanding the methods used by scientists to develop and test hypotheses. It will address the fact that scientific progress is based on systematic observations and experiments, and that scientific knowledge is refined as additional evidence is collected. Students should know how to select and use appropriate tools to collect and analyze data pertaining to the ocean and marine life. They should also recognize the importance of controlled experimental conditions and of using models to represent real-life phenomena. IEa Students know how to select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. IEb Students know how to identify and communicate sources of unavoidable experimental error. IEc Students know how to identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. IEd Students know how to formulate explanations using logic and evidence. IEf Students know how to distinguish between hypothesis and theory as scientific terms. IEg Students know how to recognize the usefulness of models and theories as scientific representations of reality. IEk Students know how to recognize the cumulative nature of scientific st Qtr IEj Students know how to recognize the issues of statistical variability and the need for controlled tests. 6 total IE a- n Scientific inquiry Scientific method Scientific hypothese s and theories Experime ntal design s Developmen t Group Sections.,.,.5,.8,., 2.,.2,.6 * Not Assessed on
Biology Instructional Guide, 22-2 2 2: Cell Biology Summary This unit will address the components of prokaryotic and eukaryotic cells. Students should recall that prokaryotic cells lack organelles, and they should be able to identify singlecelled marine organisms as prokaryotic or eukaryotic. Students should remember and review the basic structures and functions of cell organelles, including those involved in protein synthesis and secretion. Additionally, they should understand the role of the cell s plasma membrane in maintaining homeostasis. This might include expanding their familiarity of the processes of diffusion and active transport to include specializations unique to marine organisms that are needed to maintain proper electrolyte and water balance (e.g., contractile vacuoles). : Energy Production and Storage in Cells Summary This unit will focus on the processes of photosynthesis and cellular respiration. Students should be familiar evidence a Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. c Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. f Students know usable energy is captured from sunlight by chloroplasts, and stored via the synthesis of sugar from carbon dioxide. g Students know the role of the mitochondria in making 2 Bio st Qtr b Students know that enzymes are proteins and catalyze biochemical reactions without altering the reaction equilibrium. The activity of enzymes depends on the temperature, ionic conditions and ph of the surroundings. e Students know the role of the endoplasmic reticulum and Golgi apparatus in secretion of proteins. h Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors. j Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton and/or cell wall. i Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production. or 2 every other yr Difference s between prokaryoti c and eukaryotic cells Role of cell membran e in maintainin g homeosta sis Diffusion, osmosis, and active transport Photosynt hesis Cellular respiration s Developmen t Group pp. 5, -5 s Developmen t Group * Not Assessed on
Biology Instructional Guide, 22-2 with photosynthesis as a means by which plants capture light energy from the sun and convert it into chemical energy; they should recognize that the process is widespread among marine organisms that live in the photic zone, including plants, protists, and eubacteria. Students should also recall the processes in cellular respiration that free stored energy from the chemical bonds in ATP. They could expand their previous knowledge of respiration to include the different means by which marine organisms obtain the oxygen needed to carry out cellular respiration (e.g., how organisms obtain oxygen from the water). : Gamete Formation and Fertilization Summary This unit will focus on gamete formation and fertilization through sexual reproduction. Students should understand that meiosis is a process by which organisms produce haploid gametes from diploid parent cells. They should be familiar with chromosome segregation and know that a zygote receives half of its D from each parent. Additionally, students should stored chemical bond energy available to cells by completing the breakdown of glucose to carbon dioxide. 2a Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type. 2b Students know only certain cells in a multicellular organism undergo meiosis. 2c Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete. 2d Students know new st Qtr Meiosis Fertilizatio n pp. 7, Sections.,. s Developmen t Group pp. 8, 7-72, 28-29 * Not Assessed on
Biology Instructional Guide, 22-2 know how gender is determined in sexually reproducing marine organisms. combinations of alleles may be generated in a zygote through fusion of male and female gametes (fertilization). 2e Students know why approximately half of an individual s D sequence comes from each parent. 2f Students know the role of chromosomes in determining an individual s sex. st Qtr * Not Assessed on
Biology Instructional Guide, 22-2 5 5: Nutrient Cycling in the Oceans Summary This unit will focus on the ocean s role in nutrient cycling. It will address how evaporation in the oceans is a principal component in the water cycle and how oxygen cycles through the ocean in the processes of photosynthesis and respiration. Students should understand the roles of photosynthesizing producers and decomposers in the carbon cycle and the possible effects on nutrient cycling when the stability of marine producers or consumers is compromised. They should also be familiar with the transfer of energy in food chains and webs, including the loss of energy as heat as it is transferred to higher trophic levels. 6d Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration. 6e Students know a vital part of an ecosystem is the stability of its producers and decomposers. 2 2 nd Qtr 6f Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid. Nutrient cycling in the ocean Ocean s role in water cycle food chains and food webs s Developme nt Group Sections.-. * Not Assessed on
Biology Instructional Guide, 22-2 6 6: Ecosystems Summary This unit will focus on marine ecosystems and factors that affect their stability. Students should be able to identify populations that comprise marine ecosystems. They should also be familiar with the factors that affect population size (e.g., birthrate, death rate, predation, immigration). This unit will address factors that affect the biodiversity and stability of marine organisms, including human activities such as pollution, introduction of nonnative species, and climate change. The students can expand their knowledge of marine ecosystems by investigating factors that incite changes and their possible negative consequences (e.g., water pollution and rising mercury levels in fish species frequently consumed by humans). 6a Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats 6b Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. 6c Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death. 6e Students know a vital part of an ecosystem is the stability of its producers and decomposers. IEe Students know how to solve scientific problems using quadratic equations and simple trigonometric, exponential, and logarithmic functions. IEm Students know how to investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include the irradiation of food, cloning of animals by somatic cell transfer, choice of energy sources, and land and water use decisions in California. 2 nd Qtr ecosystem s Factors that affect biodiversity Demograp hics of marine species Human impact on marine ecosystem s s Developme nt Group Sections 2.,.-.6 * Not Assessed on
Biology Instructional Guide, 22-2 7 7: Protein Synthesis Summary This unit will focus on protein synthesis in eukaryotic cells. Students should understand the basic structures of D and R. They should be familiar with the pathway by which an mr strand is produced and translated using trs. They should also know how genetic information is coded in discrete codons that dictate the sequence of amino acids that comprise different proteins. This unit will also address how cell specialization in multicellular marine organisms is largely due to differences in gene expression that affect the number and types of proteins synthesized, rather than to differences in the genetic make up of the cells. d Students know the central dogma of molecular biology outlines the flow of information from transcription of R in the nucleus to translation of proteins on ribosomes in the cytoplasm. a Students know the general pathway by which ribosomes synthesize proteins, using trs to translate genetic information in mr. b Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in R. d Students know how specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences in the genes themselves. 5a Students know the general structures and functions of D, R, and protein. 5b Students know how to apply base-pairing rules to explain precise copying of D during semiconservative replication and transcription from D into mr. Bio Bio Bio Bio Bio 2 nd Qtr e Students know proteins can differ from one another in the number and sequence of amino acids. Structure and function of D, R, and proteins Transcripti on and translation Gene expression and cell specializati on s Developme nt Group pp. 62-6 * Not Assessed on
Biology Instructional Guide, 22-2 8 8: Genetics and Biotechnology Summary This unit will focus on genetic inheritance. Students should be familiar with Mendelian genetics and should be able to use these principles to predict the phenotypes of the offspring of parents with known genotypes using Punnett squares. The unit will briefly address different modes of inheritance, including autosomal dominant and sex-linked. It will also include information on how biotechnology has been applied to marine ecosystems (e.g., genetic engineering s effect on the health of coral reefs). 2g Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents. a Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X- linked, dominant or recessive). b Students know the genetic basis for Mendel s laws of segregation and independent assortment. 5c Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products. IEm Students know how to investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include the irradiation of food, cloning of animals by somatic cell transfer, choice of energy sources, and land and water use decisions in California. Bio Bio Bio rd Qtr c Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes. d Students know how to use data on frequency of recombination at meiosis to estimate genetic distances between loci, and to interpret genetic maps of chromosomes. * Mendelian genetics Punnett squares Modes of inheritance Effects of biotechnol ogy on marine resources University of s Developme nt Group Sections (nothing found) * Not Assessed on
Biology Instructional Guide, 22-2 9 9: Mutation, Genetic Variation, and Evolution Summary This unit will focus on genetic mutations and the processes involved in natural selection. Students should understand the relationship between resource stress and competition, knowing that genetic variation within a species may confer a reproductive advantage to certain individuals. They should also understand that selective advantages affect the gene frequency of a population. Students should be able to apply the principles of natural selection to practical examples that involve marine organisms. : Evolutionary Relationships Summary This unit will focus on environmental changes over the course of Earth s history and their relationship to natural selection, resulting in speciation events and extinctions. It will address the roles of the oceans and marine organisms in shaping evolutionary c Students know how mutations in the D sequence of a gene may or may not affect the expression of a gene, or the sequence of amino acids in the encoded protein. 7a Students know why natural selection acts on the phenotype rather than the genotype of an organism. 7b Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in the gene pool. 7d Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions. 8a Students know how natural selection determines the differential survival of groups of organisms. 8a Students know how natural selection determines the differential survival of groups of organisms. 8b Students know a great diversity of species increases the chances that at least some organisms survive major changes in the environment. 8e Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. Bio () rd Qtr 5 7c Students know mutations are constantly being generated in a gene pool. 8c Students know the effects of genetic drift on the diversity of organisms within a population. 7e Students know the conditions for Hardy- Weinberg equilibrium in a population and why these conditions are not likely to appear in nature. 7f Students know how to solve the Hardy- Weinberg equation to predict the frequency of genotypes in a population, given the frequency of the phenotypes. 6g Students know how to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organisms through genetic change. 8d Students know reproductive or geographic isolation affects speciation. 8f Students know how to use comparative Mutations Natural selection Natural selection Evolutionar y history of marine species Speciation University of s Developme nt Group Section.6 University of s Developme nt Group Section.6 * Not Assessed on
Biology Instructional Guide, 22-2 history. Students should understand how species diversity increases the likelihood that some species will survive dramatic changes in the environment and should be able to recognize evolutionary processes that occurred during different geological eras. IEi Students know how to analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). IEl Students know how to analyze a situation and solve problems that require combining and applying concepts from more than one area in science IEn Students know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets). rd Qtr embryology, D or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram) that shows probable evolutionary relationships. 8g Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another. * Not Assessed on
Biology Instructional Guide, 22-2 Instruction Continues After Q Inquiry methods and concrete laboratory experiences should be the vehicle for content as well as for science skills and processes to enrich our students learning science content as scientists wherever possible throughout the teaching of science. : Human Physiology Summary This unit should contain a brief review of human organ systems. This knowledge can be used in comparison with the organ systems of different phyla of marine organisms, including chordates and arthropods. This should include examining how different organisms have adapted to take in nutrients and remove wastes, as well as features that regulate internal conditions in the organism and that mediate between the organism and its outside environment (i.e., nervous system). 9a Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9b Students know how the nervous system mediates communication between different parts of the body and the body s interactions with the environment. 9c Students know how the feedback loops in the nervous and endocrine systems regulate conditions in the body. 9d Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses. Bio 9e Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response. 9f Students know the individual functions and sites of secretion of digestive enzymes (amylases, proteases, nucleases, lipases), stomach acids, and bile salts. 9g Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance. 9h Students know the cellular and molecular basis of muscle contraction, including the various roles of actin, myosin, Ca 2+, and ATP. 9i Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms. every yrs Human and comparative physiology Nervous system Endocrine system s Development Group Sections.6-.7, 2.2-2., 2.5-2.9 * Not Assessed on
Biology Instructional Guide, 22-2 2 2: Immune System Summary This unit will focus on the functions of the immune system. It will address both nonspecific and specific defenses against pathogens. Students should understand the differences between bacterial and viral diseases, the role of vaccination in immunity, and the effects of compromised immunity on an individual s ability to fight off infection. a Students know the role of the skin in providing nonspecific defenses against infection. b Students know the role of antibodies in the body s response to infection. c Students know how vaccination protects an individual from infectious diseases. d Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body s primary defenses against bacterial and viral infections, and effective treatments of these infections. e Students know why an individual with a compromised immune system (for example, a person with AIDS), may be unable to fight off and survive infections by microorganisms that are usually benign. Bio Bio f Students know the roles of phagocytes, B- lymphocytes, and T- lymphocytes in the immune system. Immune response Viral and bacterial infections s Development Group (nothing found) * Not Assessed on